NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED327949
Record Type: RIE
Publication Date: 1990
Pages: 51
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
School "Culture," Motivation, and Achievement. Project Report.
Fyans, Leslie J., Jr.; Maehr, Martin L.
Recent research on motivation and education has focused on the psychological environment of the classroom. Special consideration has been given to perceived stresses on goals, purposes, and meanings of learning activities and the relationships of these to motivation and achievement. The study summarized in this paper builds on this work, especially on the conceptualization of a psychological environment. Taking advantage of an extensive student achievement study conducted in association with a statewide assessment program, researchers surveyed over 16,000 students in 4 different grade levels in 820 Illinois schools regarding perceptions of school goal stresses ("school culture"). Their responses were considered in relationship to measures of motivation and achievement, using causal modeling techniques. Results generally provided support for a causal model that links school culture to motivation and motivation to achievement, though the relative importance of school culture varied at different school levels. Additionally, the five culture dimensions (accomplishment, power, recognition, affiliation, and overall sense of school mission) varied in importance as predictors of motivation. (32 references) (Author/MLH)
National Center for School Leadership, 1208 West Springfield, Room 208, Urbana, IL 61801 (Order No. PR-C004, $8.00).
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for School Leadership, Urbana, IL.; MetriTech Inc., MI.; Illinois Univ., Urbana. Beckman Inst. for Advanced Science and Technology.; Michigan Univ., Ann Arbor. School of Education.
Identifiers: Illinois
Note: Not to be conflused with EA 022 607, a different report with same title.